Lesson Plan or Unit Plan Format

Elementary Education Program (EEP)

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Candidate Shannon Michel Semester/Year Semester 3
Fall 2018

Date/Time 9/24/18 Lesson Duration Approx. 67 minutes

Lesson Title Lighting up the Dark

Subject Light Grade Level(s) First

Overview
Link to CDF 1a: Demonstrating Knowledge of Content and Pedagogy

A brief description of the lesson’s content and how it relates to a larger unit of instruction. Explain why the skills and
knowledge are important for students to develop. Include prerequisite student knowledge required to meet lesson
outcomes and relationship to future learning.

The lesson will start by introducing a phenomena. It is nighttime and you are at home. The electricity goes out!
What can we do so that we can see? Are there any tools that we can use (flashlight, lantern, phones)? Brainstorm
ideas about what kinds of things you could use in order to see again (flashlight, candles, lanterns, etc). Turn and
talk, discuss. Nexts students will be paired up and given their pinhole boxes.There will be an image in the back of
the box. Students will perform different tasks (look in the view hole, shine a light and look in the view hole, open the
lid) and record whether or not they can see the image and why or why not.Teacher will introduce The Flashlight we
will discuss the illustrations and how the boy in the story found his way around the woods. What tool did he use?
Then students will come back together on the floor and we will discuss their findings as a class.

Enduring Understanding(s)
Link to CDF 1a: Demonstrating Knowledge of Content and Pedagogy

Important ideas or processes for the students to explore and uncover

● Objects can only be seen when illuminated

Essential Question(s)
Link to CDF 1a: Demonstrating Knowledge of Content and Pedagogy

Promote inquiry to discover the enduring understanding(s)

● How does light normally behave?

● What are the characteristics of light?

Content Standard(s)
Link to CDF 1c: Setting Instructional Outcomes

Standardized statements about what the students should know or be able to do (i.e., The Common Core State
Standards (CCSS) or Hawaii Content & Performance Standards III) that align with the enduring understandings,

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 essential questions, and student learning objectives.

1-PS4-2. Make observations to construct an evidence-based account that objects can be seen only when
illuminated

Knowledge of Students
Link to CDF 1b: Demonstrating Knowledge of Students

A description of 1) students’ current level of understanding and experiences with the content in the lesson and 2)
the students’ interests, unique characteristics, and needs.

The students had experiences with the lights going on and off in the classroom a couple of weeks ago. They
continued to say “turn the lights back on we can’t see.” They have some idea that we need light in order to see.
Students enjoy hands on work, however, I will pair them intentionally with students I know will keep each other on
track. I will try to include a high achieving student and a lower achieving student in the same partnership so that
they have support from each other.

Student Learning Objectives/Instructional Goals

Link to CDF 1c: Setting Instructional Outcomes

What the students are expected to be able to do and/or to know by the end of the lesson or by the end of multiple
lessons.

● Student will be able to identify tools to illuminate the dark

● Students will know that things cannot be seen unless illuminated

Student Assessments
Link to CDF 1f: Designing Student Assessments

Checks for student understanding throughout the lesson (formative assessment tasks) and evaluation of how the
students have met the student learning outcomes including the evaluation criteria (summative assessments) and all
assessment tools.

Students will complete the following two worksheets:

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 The first worksheet will tell me whether or not students are able to identify objects that can illuminate darkness.

The second worksheet will tell me whether or not students understand that the more light they let in the better they
were able to see the image and this I will evaluate based on the following rubric

Task WB (well below) DP (developing MP (meets ME (meets,

proficiency) proficiency) exceeds)

Pinhole box Student did not Student completed Student completed Student completed
experiment and complete the experiment but did not experiment and experiment and
data sheet experiment and give correct/ sufficient provided evidence on provided extensive
did not give reasoning on their their data sheet. evidence on their
relevant data sheet.(Did not (Sufficiently explained data sheet (pictures,
reasoning on their explain why or why why or why not they drawings, etc)
data sheet. (Did not they could or could or could not see
not explain why or could not see the the object)
why not they object)
could or could not
see the object)

I will also be monitoring each partner group to take notes/ pictures/recordings on student understanding.

Academic Language Demands and Supports

Link to CDF 1a: Knowledge of Content and Pedagogy
Link to CDF 1b: Knowledge of Students

The ways that students will be required to use content area language during the lesson and the instructional
strategies to be used to help the students to meet the language demands.

The students had experiences with the lights going on and off in the classroom a couple of weeks ago. They

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 continued to say “turn the lights back on we can’t see.” They have some idea that we need light in order to see.

Lesson Procedures
Link to CDF 1a: Demonstrating Knowledge of Content and Pedagogy
Link to CDF 1e: Designing Coherent Instruction

A description of the sequence of learning experiences (what the teacher will do and say and what the students will
do during the lesson) including the launch of the lesson, the ways the materials will be presented, the ways the
students will actively engage in learning, the questions posed, and the lesson closure. This section should clearly
incorporate the 5E Learning Model (Engage, Explore, Explain, Elaborate, Evaluate).

Engage (7 minutes)
● Call students to the floor
● Pose the problem
○ You are at home and it is nighttime. All of the sudden the electricity/lights go out. What can we do
or use so that we can see again?
● Allow students to turn and talk
● Discuss student responses as a class
○ Did you hear any ideas different than your own?
Explore (20 minutes)
● Send students back to their seats
● Pass out the Idea worksheet.
● Allow students to draw or write their ideas
● Once students are done instruct them to come back down to the floor with their papers to share some of
their ideas
● Discuss
○ Were there any ideas you didn’t think of
○ Allow students to explain their drawings

Explain (10 minutes)

● Introduce The Flashlight
○ Look through illustrations
○ Discuss
■ Which parts of the illustrations are easier to see?
■ The dark or the light?
■ What tool is he using to see?
■ Did any of you draw that on your Idea sheet?
● Explain that in order to see things they must be illuminated

Elaborate (20-25 minutes)

● Tell students that they will be conducting an experiment with a partner
● Explain that students will be doing three things with their pinhole boxes
○ Look into the view hole. Can they see the image? Why or why not? Record this answer
○ Shine a light into the pinhole. Can they see the image? Why or why not? Record this answer
○ Take off the lid. Can they see the image now? Why or why not? Record this answer
● Model how to correctly use the pinhole box
● Assign partners
○ Explain they will take turns with their jobs
■ One will sign the light, one will hold the box
■ They will each have their own worksheets to complete

○ Tell behavior expectations

■ No shining the light in your partner’s eyes
■ Take turns
■ Each write on their own papers

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 Evaluate (5 minutes)
● Discuss student findings as a class
● Collect student papers to grade

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 Differentiation According to Students’ Needs
Link to CDF 1b: Knowledge of Students
Link to CDF 1e: Designing Coherent Instruction

Adaptations/modifications to instructional strategies, the learning environment, content, and/or assessment tasks to
ensure that all students (e.g., students who have IEPs/504 plans, students who are speakers of other languages,
students who have advanced or emergent proficiency with the content and concepts) have access to and are able
to engage actively in the lesson.

Although I do not have any ELL, or students will IEPs/504 plans I am confident that this lesson is well adapted for
all. The book that we are going to read does not have any words. It is solely pictures, therefore it will be easy for
visual learners to digest. Students will also be drawing their ideas and I will offer my support for the labeling. This
will be good for ELL students or visual learners as well since they would only have to use a few words. Students will
also be working in partners, if students struggle they can first lean on their partners then come to me offer support.

Instructional Materials/Resources
Link to CDF 1d: Demonstrating Knowledge of Resources

All materials, handouts, resources, and technology tools that are needed to execute the lesson.

● Pinhole boxes
● Flashlights
● Images for pinhole boxes
● Worksheets

○
● The Flashlight

○
● Bishop, S., Olvey, E., & Grammer, A. (2013, June). Waves: Light and Sounds. Retrieved 2018, from
https://www.alvordschools.org/cms/lib/CA01900929/Centricity/Domain/2616/1st Grade Teachers Guide

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 Complete.pdf

Additional Lessons
Link to CDF 1a: Demonstrating Knowledge of Content and Pedagogy
Link to CDF 1e: Designing Coherent Instruction

Write a short description (3-5 sentences) of 2 additional lessons that would go along with your lesson (come
before or after) to develop a short unit/sequence of learning activities.

The next lesson that will be taught is focused on placing objects into a beam of light. Are they transparent, opaque,
or translucent? There will be an experiment and a data sheet to fill out for this as well.
The lesson after that will focus on what happens when you place an object in a beam of light. Students will
experiment with shadows of different lengths.

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